Having deaf parents is something I never thought had a huge impact in my life, till I realized it effected and influenced every aspect of it. While trying to assess my own personal learning style, I had a hard time not getting angry with the single minded exam I was face with. I took a quiz to determine if I was an audio learner or a visual learner. I could not help fighting off their influence and getting overwhelmingly confused. How could learning happen only by one of two means; audibly or visually. Does this mean that Deaf people, unless themselves visual learners cannot learn? If so, then what be of my friend, Jon, deaf and blind due to ushers, but a thriving artist and mathematician. And more self centered, where does that leave me, …show more content…
Edutopia, explains that individuals with interpersonal learning styles have the ability to navigate social situations and thrive in group environments. They as well and instinctively understand individuals “moods, and motivations.” (EDUTOPIA STAFF, 2013) Deaf culture is a collective, “group -think” society. Learning is collaborative and a shared experience. Is culture again effecting my learning, or is having a diverse communication foundation from your primary educator (your parents), as well as vastly different learning environments at school and home, the factor. It makes logical sense that I would have a strong percentage of interpersonal intelligence to thrive in both environments. In addition, musical intelligence was low on both test. You could image what little presence music has in a deaf …show more content…
Once you understand how you learn best, you can apply this to may situations to best observe and digest new knowledge and experiences. On top of this, knowing the foundation your environment provided for you, as well as the the aspects of your culture influence, that potentially unknowing effect every aspect of your life, should also be heavily considered in to how you think and learn as an individual. Keeping this in mind will not only allow you to thrive in several situations, but also give you a better understanding and sensitivity of individuals with differences and disabilities other then your own, helping you provide them with an equally valuable learning
The “deaf and dumb” stigma as well as the delayed language and cognitive development of some Deaf children concerns this topic. “Ninety percent of deaf children have hearing parents, and usually there’s a significant communication gap” (Drolsbaugh 48). Therefore, it is not that being born deaf or hard of hearing that makes children unintelligent. It is the lack of access to language in the critical early years, as hearing parents often do not know sign language, that causes later issues in education. This can be seen from the fact that the brain’s plasticity, or its ability to acquire new information and establish neural pathways, is the greatest at birth and wanes throughout development. Therefore, if a child does not have sufficient access to language before five, significant language, and thus cognitive impairment, can result (100). Additionally, children learn about the world around them and develop critical thinking skills through asking questions. However, hearing parents often “wave off” such questions as unimportant due to difficulty explaining them (48). Therefore, early exposure to an accessible language such as ASL is crucial in developing language and cognitive abilities. When hearing families are fully aware and understanding of this, it can greatly facilitate improvements in education for Deaf
In conclusion, deafness is a disability of communication. Given equal opportunities to communicate at home, in school, and at work, the Deaf individual can and will succeed and make a positive impact on the community.
However, comprehension has more to do with background than vocabulary. During my fieldwork, I visited a 12:1:1 class to observe a student. I noticed that the teacher used vocabulary words to explain another vocabulary word. The students appeared puzzled and started to act out because they did not understand what the teacher was trying to explain. Mr. Lavoie stated, when someone is working with a LD student, using direct instructions and background information helps them process information. If the teacher used background information about the vocabulary word, the students may have a better chance of understanding the lesson. Also, LD students have problems with their visual learning process. According to Drummond and Jones (2010), “assessment professional assess individuals with visual impairment by using instruments to meet their needs, such as test with large print-version, Braille forms and forms on audio recorders” (p. 334). Therefore, one solution to increase learning is to incorporate auditory learning. Auditory learning is a need for a LD student that has problems with their visual
According to the Individuals with Disabilities Education Act, the official definition of deafness is “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification” (“Hearing Loss and Deafness,” 2012). The terminology “with or without amplification” is important to remember when defining deafness, because it specifies that “a hearing aid will not provide sufficient accommodation so that the student can succeed in the classroom” (“Hearing Loss and Deafness,” 2012). Students who are deaf face a myriad of difficulties, which can make the following responsibilities challenging: learning through lectures, presenting verbally, note taking, viewing educational
A human’s capacity to learn new skills has been researched and studied over the years. Each individual is unique and therefore hard to put into one simple category. Gardner’s theory of Multiple Intelligences is one example of the possible ways a human can learn and comprehend their world. In his theory, Gardner has described 8 different capacities of learning ability. In applying his theory, personalized education could be created to tailor to each individual’s needs.
“Stop Global Warming!,” “Water Discovered on Mars!,” “Is Selena Gomez and Justin Bieber Dating Again?,” these and similar headlines are very common for us to see in the news but there is a particular topic I want to talk about that you do not normally, that is Deaf education. For years the deaf have been oppressed by those that are hearing until recently, within the last twenty years, they have been able to find their voice to speak about education, work, medical, and other concerns for the deaf. One of the biggest issues regarding the Deaf is the education and the mandatory use of oralism- the theory, practice, or advocacy of education for the deaf chiefly or exclusively through lipreading, training in speech production, and training of residual hearing (Dictionary.com). Basically,oralism is teaching lipreading and speaking with your voice. Not only can using oralism inhibit the student in a classroom setting by taking away from class time in order to attend speech class, it also can create a miscommunication between a deaf student and a hearing teacher, parent, or other student. Deaf students should not be forced by school
The deaf community does not see their hearing impairment as a disability but as a culture which includes a history of discrimination, racial prejudice, and segregation. According to an online transcript,“Through Deaf Eyes” (Weta and Florentine films/Hott productions Inc., 2007) there are thirty-five million Americans that are hard of hearing. Out of the thirty-five million an estimated 300,000 people are completely deaf. There are ninety percent of deaf people who have hearing parents (Halpern, C., 1996). Also, most deaf parents have hearing children. With this being the exemplification, deaf people communicate on a more intimate and significant level with hearing people all their lives. “Deaf people can be found in every ethnic group, every region, and every economic class” (Weta and Florentine films/Hott productions Inc., 2007). The deaf culture and hard of hearing have plenty of arguments and divisions with living in a hearing world without sound however, that absence will be a starting point of an identity within their culture as well as the hearing culture (Weta and Florentine films/Hott productions Inc., 2007).
Disability and dysfunction are often synonymous paired with Deaf/deafness. Dr. Barbara Kannapel, who is a Deaf sociolinguist, “developed a definition of the American Deaf culture that includes a set of learned behaviors of a group of people who are deaf and who have their own language (ASL), values, rules, and traditions” (“American Deaf Culture.”). With American Sign Language (ASL) as the culturally core identity, and knowing that “ASL is a complete, grammatically complex language” (“American Deaf Culture.”), the researcher could say, with complete understanding, that these are the fundamental
The term learning styles is based on the assumption that individuals differ in regards to what mode of instruction is most effective for them. Educational practitioners have long stressed that optimal instruction requires diagnosing these individual styles and designing instruction accordingly. It is based on two fundamental flaws that I give the following rebuttal: 1) there appears to be no credible scientific evidence establishing learning styles exist (Riener & Willingham, 2010), and 2) assuming [1], it must be therefore true that people can learn in a variety of ways outside of one particular learning style. However, before abandoning the learning style paradigm completely, I will still contend that the research in this area has not
Richard Axel, a professor at Columbia University (Axel), once said “Each species lives its own unique sensory world of which other species may be partially or totally unaware” (Axel 234). There are many unique species that exist throughout the world, but one of the many prominent species are deaf people. Deaf people must live in their own sensory world because they cannot hear or they have difficulty hearing, which rejects the idea of perception. Perception is defined as the ability to see, hear, or become aware of something through the senses. Deaf people learn to adapt to the hearing world while facing obstacles everyday. Most hearing people are oblivious to the hardships deaf people face, which makes the lives of the deaf even harder. On top of deaf people living a difficult life because of their hearing loss, they also have to face discrimination amongst the rest of the world. This leads to the question: “In what ways do the deaf community face discrimination and what can be done to end the prejudice?” According to Gallaudet University, the only university that is designed
Many people in the hearing world have no idea that there is such thing as a Deaf world, due to this issue Deaf people are often labeled and seen as less. Some are even forced to take oral classes in order to improve their speech even though they can’t hear a word. The articles, The Real Meaning of Hearing Impaired, The Attitude of the Adult Deaf Towards Pure Oralism, and The Deaf Adult’s Point of View explain Deaf people’s perspective on oralism and what its like for Deaf people to go through this process. These articles also give hearing people an example of what its like to be labeled and not considered good or smart enough.
There are many options open to teachers of deaf children in a variety of situations. In teaching deaf and hard of hearing children there is such a wide range of children, each with their own abilities. Each child also has a different family situation to take into account. Some children come from deaf families, some they are the only deaf family member, and some have no support from their families because they are deaf. There are also students that have family members that make an effort to learn how to best communicate with them, while some do only what they must to communicate the needed information. Along with this is the severity of each child’s hearing loss. Some suffer from only slight amount of hearing loss and can therefore have better verbal communication skills, while some are completely deaf and have no way to communicate besides through sign language. Another differing aspect is the type of classroom the teacher is teaching in. There are four basic types of classroom (Stewart & Kluwin, 2001) that deaf education teachers can be placed in. The most pictured classroom is the traditional classroom where a teacher has a group of all deaf and hard of hearing students, usually only about five to eight children with a range of learning levels.
Relate aspects of culture to teaching and learning. Give examples of how to create a cohesive learning community.
Adjusting learning and studying strategies can be a fast easy way to improve a college grade from a B to an A. Through studies of learning styles I have been able to decipher my learning types. I am a visual learner, have an integrated brain, meaning I use both hemispheres, and ranked highest in bodily-kinesthetic and logic-mathematical intelligence.
In this essay I will be describing various types of learning styles and stating the advantages and disadvantages of these learning styles. I will also inform you of the most commonly used method of finding out your own learning style, and I will inform you of the man who made this method. Finally, I will write about my own preferred learning styles and the strengths and weaknesses of the different learning styles.